Language Development
Conditions
Brief summary
Treinta Millones de Palabras- Visitas al Hogar (TMP) is designed to intervene upon mothers' knowledge, beliefs, and behavior, which in turn influences their interaction with their children, impacting children's development. The investigators will measure change in mothers' knowledge, beliefs, and behavior during and after intervention, and measure impacts on children's development across major developmental domains. Specifically, the investigators will measure mothers' 1. Knowledge of child language development and the role of parents in that development 2. Beliefs about the malleability of intelligence and their role in shaping their children's intelligence 3. Interaction with their child, specifically their linguistic input and responsiveness to their child's communication Concurrently, the investigators will measure children's 1. Emergent oral language development, in both Spanish and English 2. Social-emotional development 3. Math and spatial reasoning skill development
Interventions
BEHAVIORALTreinta Millones de Palabras - Visitas al Hogar
TMP-Visitas al Hogar is a cultural and linguistic adaptation of the TMW-Home Visiting curriculum into Spanish. The 12-module curriculum has been translated into Spanish and adapted to address concerns that are vital to mono- and bilingual Spanish-speaking families, including the broadening research base for when to introduce a second language to a child and the benefits of bilingualism.
Sponsors
University of Chicago
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Subject)
Masking description
Participants will not be aware of which condition they are enrolled in.
Intervention model description
The investigators will deliver the TMP Curriculum to 45 Treatment families. The TMP Curriculum is comprised of 1) 12 educational modules, 2) animations and videos of real parent-child interactions to teach parents about the science behind child brain development, and model strategies for improving parents' child-directed speech, 3) video modeling and collaborative goal setting, and 4) quantitative linguistic feedback from Language ENvironment Analysis (LENA) recordings.
Eligibility
Sex/Gender
FEMALE
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* participants (i.e. parents and their children) who live at or below 200% of the federal poverty line, * female caregivers with a child between the ages of 24-30 months old, * participants whose preferred home language is Spanish, * education level is less than or equal to a bachelor's degree.
Exclusion criteria
* participants (i.e. parents and their children) who live over 200% of the federal poverty line, * parents under the age of 18, * non-female primary care giver * children younger than 24 months old or older than 30 months old (at start of study), * parents who do not have legal custody of their child, * parents whose child does not live with them, * parents who are not with their child at least two full days per week, * parents who are unable to commit to the intervention requirements, * foster parents, * children with significant cognitive or physical impairments, (specifically Autism Spectrum Disorder, Epilepsy, Cerebral Palsy, hearing impairment, Down Syndrome and blindness), * parents who have earned or are currently working toward a graduate or professional degree (e.g. M.A., M.S., M.B.A), and * parents whose preferred home language is not Spanish.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Change from baseline LENA scores in Adult Word Count, Conversational Turn Count, and Child Vocalizations in month 12, data aggregated by treatment group. | Baseline, 12 months |
Secondary
| Measure | Time frame |
|---|---|
| Change from baseline in parent knowledge about child development using the SPEAK survey in month 12, data aggregated by treatment group. | Baseline, 12 months |
Countries
United States
Outcome results
None listed